Multiple Intelligences among Gifted Female Students: A Comparison between Self-Evaluation and Parent Evaluation

Algadeeb, Mariam B.; Alnaim, Fahad A.

doi:10.21608/jsre.2023.239889.1607

Multiple Intelligences among Gifted Female Students: A Comparison between Self-Evaluation and Parent Evaluation

Document Type : Original Article

Authors

¹ Education Department, Al-Ahsa Governorate, Kingdom of Saudi Arabia

² Department of Special Education, College of Education, King Faisal University, Kingdom of Saudi Arabia

10.21608/jsre.2023.239889.1607

Abstract

This study aims to identify the compatibility of talent assessments between gifted students and their parents according to the theory of multiple intelligences in a sample of gifted students in Al-Ahsa Governorate. The study sample consisted of 82 participants, 41 gifted, and 41 parents of gifted students. The researcher relied on the descriptive approach, using a measure of multiple intelligences directed at the student, and another measure of multiple intelligences directed to parents, prepared by (Al-Sakini, 2015) after excluding some axes to reach its final form of 35 items (7) different axes of multiple intelligences. The results of this study revealed that the personal self-intelligence ranked first, followed by visual intelligence, then bodily-kinesthetic intelligence, while musical intelligence ranked last from the students’ point of view. On the scale of multiple intelligences from the parents' point of view, personal self-intelligence came first, followed by social intelligence, then linguistic intelligence, while musical intelligence came in the last place. There are no statistically significant differences between self-assessment and parental assessment in both (musical intelligence, logical intelligence, physical intelligence, visual intelligence). However, it showed statistically significant differences in both (personal intelligence, social intelligence, linguistic intelligence).

Keywords

Main Subjects

Educational psychology

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